TY - JOUR
T1 - Facets of Career Development in a New Immigrant Destination
T2 - Exploring the Associations Among School Climate, Belief in Self, School Engagement, and Academic Achievement
AU - Storlie, Cassandra A.
AU - Toomey, Russell B.
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Funding for this project was provided, in part, by the Martha Holden Jennings Foundation.
Publisher Copyright:
© Curators of the University of Missouri 2019.
PY - 2020/2/1
Y1 - 2020/2/1
N2 - With contemporary career challenges facing Latino/a youth, particularly those from immigrant communities, counselors and career development professionals may find it challenging to provide effective career services for this unique population. Students from one middle school and one high school located in a new immigrant destination were surveyed to test the hypothesis that belief in self and school engagement (i.e., behavioral, emotional, and cognitive engagement) played a serial mediating role in the association between school safety and academic achievement (i.e., grade point average). Moderation of the mediation model by ethnicity was also examined. Results from the sample (N = 877) indicated that school safety was associated with higher levels of belief in self, which in turn was associated with higher levels of school engagement. Only behavioral engagement, however, was associated with greater academic achievement. Associations did not differ by ethnicity. Career implications on the importance of behavioral engagement among teachers, counselors, career development professionals, and administrators to support the academic achievement of marginalized youth are provided.
AB - With contemporary career challenges facing Latino/a youth, particularly those from immigrant communities, counselors and career development professionals may find it challenging to provide effective career services for this unique population. Students from one middle school and one high school located in a new immigrant destination were surveyed to test the hypothesis that belief in self and school engagement (i.e., behavioral, emotional, and cognitive engagement) played a serial mediating role in the association between school safety and academic achievement (i.e., grade point average). Moderation of the mediation model by ethnicity was also examined. Results from the sample (N = 877) indicated that school safety was associated with higher levels of belief in self, which in turn was associated with higher levels of school engagement. Only behavioral engagement, however, was associated with greater academic achievement. Associations did not differ by ethnicity. Career implications on the importance of behavioral engagement among teachers, counselors, career development professionals, and administrators to support the academic achievement of marginalized youth are provided.
KW - academic achievement
KW - ethnicity
KW - new immigrant destination
KW - school engagement
KW - school safety
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U2 - 10.1177/0894845319828541
DO - 10.1177/0894845319828541
M3 - Article
AN - SCOPUS:85061575499
SN - 0894-8453
VL - 47
SP - 44
EP - 58
JO - Journal of Career Development
JF - Journal of Career Development
IS - 1
ER -